School-Based Interventions for Students with Behavior Problems

Abstract

connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now know or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks and similar terms, even if the are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. 9876543 springer.com In memory of my mother, Irene McDermaid, a caring, dedicated teacher who made a difference in children's lives-J. B.In memory of Dr. Ken Reavis, the founder of the Utah BEST Project and the "connector" between best practice interventions and tough kids who were successful because of them-W. R. J.In memory of Grayson Jenson, who reminded us all that some tough kids aren't so tough after all-E. C. PrefaceChildren , by their nature, are active, impulsive, easily distracted , and sometimes irritable . Most children do not begin school with the skills to handle problems without conflict, think through the consequences of their actions, and listen attentively to uninteresting topics-these are skills that develop throughout childhood, adolescence and even into adulthood . Some students , however, will exhibit behavior problems so severe that they consistently disrupt the learning of the entire classroom, frequently engage in conflicts with peers and adults, and fail to comply with rules and requests . Although these students only comprise about 7% of the student population, their actions affect everyone else in the school. These students are the focus of this book . School-Based Interventions for Students with BehaviorProblems is a book about helping children and adolescents who engage in severe behaviors to behave appropriately in the school setting . The emphasis of this book is on the prevention of behavior problems through structuring the instructional environment and teaching appropriate skills-and intervention to reduce problems with practical , proven , and positive procedures. This book is designed for teachers faced with the daily challenge of instructing students with behavior problems, as well as others who work with teachers and students ; school administrators, counselors, special educators, and school psychologists.The orientation and contents of this book represent the authors' experienc e and professional training in teaching , clinical work, and research involving students with behavior problems over the last 25 years. In searching for effective behavioral and academic strategies, the authors have reviewed hundreds of research-validated studies to select techniques applicable to varied instructional settings within the school.vii viii Preface It is our hope that this volume will provide educational professionals with a useful set of ideas and strategies that are a combination of research-supported interventions and practical guidelines, one that will help them with the critical task of helping at-risk students...

Classroom Interventions for Students With Traumatic Brain Injuries

“…They collect information such as time of day, with whom the behavior occurs, specific places, other events, and rate and type of reinforcers are collected to help select an appropriate replacement behavior and an effective intervention plan. Distant events and physiologic conditions (e.g., physical pain, cognitive limitations) that may be contributing to the behavior should also be considered (Bowen et al, 2004). Following assessment of educationally relevant sequelae and determining the unique needs of a student who has sustained a TBI, the school team can design an optimal educational program based on this information.…”

“…My purpose in this article is to review intervention strategies from recent research that are available to educators as they assist children with TBI when they return to the school environment. An intervention is defined as the systematic application of research-validated procedures to change behaviors through manipulation of antecedents and consequences or by teaching new skills (Bowen, Jenson, & Clark, 2004). Successful readjustment to school may require adaptation of the learning environment, acquisition or reacquisition of skills, provision of compensatory aids and strategies, as well as support services from special education providers.…”

“…The student then records a plus or a minus sign in the box (Rhode et al, 1993). Other forms of self-management include the use of a checklist of open-ended questions to guide students through an assignment, the use of assignment rubrics to allow students to self-evaluate their progress, and the use of emotion logs to allow students to self-monitor their emotions (e.g., rating anger levels and responses on an Anger Log; Bowen et al, 2004).…”

Traumatic Brain Injury and Its Effect on Learning English Language

“…Students who have sustained a traumatic brain injury (TBI) return to the school setting with a range of cognitive, psychosocial, and physical deficits that can significantly affect their academic functioning [1], Preventing School Failure. Successful educational reintegration for students with TBI requires careful assessment of each child's unique needs and abilities and the selection of classroom interventions designed to meet those needs.…”

Evaluation of Prophet Muhammad’s Techniques in Managing Misbehaviors: Application in Primary School Classrooms

“…Most common classroom misbehaviors are being late for class; disengaged during teaching and learning process; talking out of turn; making distracting noises; arguing with other students; easily angered by others; losing temper; moving around the classroom unnecessarily; and disobeying teacher's instructions (Bowen, Jensen, & Clark, 2004;Wakschlag, Leventhal, BriggsGowen, Danis, Keenan, & Hill, 2005). Serious behavior problems occur less frequently but difficult to handle.…”